S U P P O R T I N G S T U D E N T S W I T H A U T I S M S P E C T R U M D I S O R D E R W H I T N E Y L O R I N G, P S Y. D. V A N D E R B I L T K E N N E D Y C E N T E R S T R E AT M E N T A N D R E S E A R C H I N S T I T U T E F O R A U T I S M S P E C T R U M D I S O R D E R S WHY DOES IT MATTER? 135,000 Students 3-21 with Disabilities Receiving Special Education Services in Tennessee 132,409 200% 180% Percent increase or decrease between 2005-2006 and 2014-2015 191.21% 160% 130,000 129,025 140% 125,000 Between the 2005-2006 and the 2014-2015 school year, there was a 2.56% DECREASE in the number of students receiving special education services. 120% 100% 80% 60% 40% 43.57% 120,000 119,416 20% 0% 1.37% -20% -12.97% 115,000 110,000 2005-2006 2010-2011 2014-2015 2.56% DECREASE from 2005-2006 to 2014-2015 -40% Intellectual Disability Autism DD LD Percent increase or decrease 1.37% 191.21% 43.57% -12.97% 2005-2006 7,824 3,232 6,957 51,099 2014-2015 7,931 9,412 9,988 44,471 Tennessee Department of Education Reports & Data Resources Tennessee Department of Education Reports & Data Resources CORE CHARACTERISTICS OF AUTISM SPECTRUM DISORDER (ASD) W H AT I S A U T I S M? Deficits in Social Communication Academic Learning and Social Skills Presence of Restricted, Repetitive Patterns of Behavior 1
CHARACTERISTICS OF ASD Social Communication Challenges with understanding and responding to unspoken, assumed, abstract, or subtly changeable rules CHARACTERISTICS OF ASD Social Communication Challenges with using language and nonverbal communication (eye contact, facial expressions, gestures) consistently across contexts, especially situations that are new, overwhelming, or challenging Literal use of language (sarcasm, figures of speech) Personal space Understanding when rules still apply and when they change Reading body language, facial expressions May be able to use words in certain situations, but can t use them when overwhelmed May be able to use words about certain topics, but not open ended questions or abstract topics Difference in expressive and receptive communication CHARACTERISTICS OF ASD Restricted Interests/Repetitive Behaviors Difficulty with transitions and change Rigidity/rituals surrounding items or activities Repetitive movements, use of objects, or speech Intense focus on specific topics and/or items Atypical sensory responses PERSONAL LOOK INTO AUTISM SPECTRUM DISORDERS W H AT D O E S T H I S M E A N? When students with ASD respond in a way that is different than we expect, it is often rooted in these areas, rather than an inability to learn, purposely not listening, etc. Challenges with following directions, taking turns, transitioning between activities Social Communication Deficits Presence of Restricted, Repetitive Behaviors 2
STUDENTS WITH ASD OFTEN RESPOND BEST TO: Visual input Concrete information Structure/consistency Opportunities for repetition of activities, materials, presentation of content, etc. Clearly defined opportunities for reinforcement OVERALL CONCEPTS Abstract make it concrete Unspoken/assumed make it clear Verbal only make it visual Environment unstructured provide structure Environment overwhelming make it calm/more predictable SEEK EVIDENCE-BASED PRACTICES FACTORS FOR CONSIDERATION WHEN IMPLEMENTING EBPS NATIONAL AUTISM CENTER, NATIONAL STANDARDS PROJECT Values and Preferences Capacity Proper Training Adequate Resources Ongoing Feedback VIEW LEARNING AS A BEHAVIOR Behavior is what we do in response to the things and events around us at any given time. Learning is a change in behavior as a result of experience. Teach brand new skills Increase learned skills Promote generalization and maintenance Increase in functional skills *Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn and Bacon, Inc. Decrease in challenging behavior 3
USE THE A-B-C MODEL OF BEHAVIOR FIND THE A-B-C A Antecedent Events that occur immediately BEFORE the behavior Can be altered to increase or decrease the occurrence of the behavior B Behavior Measurable and observable response to the things and events around us at any given time C Consequence Events that occur immediately AFTER the behavior Can increase or decrease the likelihood that the person will display the behavior again *Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn and Bacon, Inc. FIND THE A-B-C ANTECEDENT STRATEGIES: SET THE STAGE FOR SUCCESS Uncle Jessie says, Uncle Jessie doesn t know any bed time stories. Stephanie pretends to cry Uncle Jessie says, okay, I ll make one up! Environmental Arrangement Schedules Other Visual Cues Task Analysis ENVIRONMENTAL ARRANGEMENT Refers to the way we set up and organize each area in the classroom To systematically use the environment as a learning tool ENVIRONMENTAL ARRANGEMENT wall art/décor Separate adult-directed and child-directed materials Limit accessibility to materials Visually define Strategically arrange areas of classroom based on what will be in line of vision Provide organizational structure 4
SET THE STAGE FOR SUCCESS Environmental Arrangement Schedules Other Visual Cues Task Analysis SCHEDULES: CLASSROOM-WIDE Provides a visual representation of the day Include activity and time range Post so that students can see Model how to use and refer to frequently Include a symbol/word to represent when the schedule will change (special events) SCHEDULES: INDIVIDUAL DAILY Provides more specific support to individual students Tailor level of detail and type of schedule to student needs Balance preferred and nonpreferred activities Reference before and after activities Make sure student manipulates schedule SET THE STAGE FOR SUCCESS Environmental Arrangement Schedules Other Visual Cues Task Analysis TASK ANALYSIS Used to break down and teach activities that involve multiple steps Used when: Task has multiple steps Activity is particularly long Task is repeated frequently Students require multiple prompts to complete task successfully Student is intended to complete task independently SET THE STAGE FOR SUCCESS Environmental Arrangement Schedules Other Visual Cues Task Analysis 5
OTHER VISUAL CUES What are areas of the day where my students are expected to follow unspoken/abstract rules in order to be successful? Academic Behavioral Social Greeting Steps A person I know Hello Stop Make Eye contact Decide Is it a person I know or a person I don t know A person I don t know Hello. My name is. What is your name? ANTECEDENT STRATEGIES: COMMON MISTAKES Absence of clear boundaries Access to too many items/distractors Quiet spaces too close to loud spaces Visual supports not accessible, explicitly taught and/or regularly referenced Use of visual supports is faded out Hi! CONSEQUENCE STRATEGIES WHAT IS REINFORCEMENT? Incorrect/Inappropriate Response Prompt to correct response Minimize attention Follow through so student demonstrates correct response Correct Response Provide immediate, specific, and clear reinforcement/praise Any event or thing that follows a behavior and increases the likelihood that the person will demonstrate that behavior again in similar situations. Function-Based Interventions HOW TO USE REINFORCEMENT Think creatively about what might be reinforcing for your student(s) Choose behavior(s) to reinforce and include visually Provide reinforcement immediately and contingent only on appropriate behavior If student is earning tokens, pair earning tokens with behavior specific praise THINGS TO REMEMBER Use the characteristics of ASD as an anchor for how you view/approach challenges with a student with ASD. Remember that every student with ASD is different (just like every one is different!). Think about what rules are assumed/unspoken in a given situation. Think about how the environment may be contributing to the situation. Focus on prevention rather than only reaction. Focus on what you want your student to do, rather than what you want them to stop doing. 6
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